LS2 - Matter cycles and energy flows through and ecosystems.
LS2 (9-11) -3 Students demonstrate an understanding of equilibrium in an ecosystem by …
3a defining and giving an example of equilibrium in an ecosystem.
3b describing ways in which humans can modify ecosystems and describe and predict the potential impact (e.g. human population growth; technology; destruction of habitats; agriculture; pollution; and atmospheric changes).
Example Extension(s) LS2 (Ext) - 3 Students demonstrate an understanding of equilibrium in an ecosystem by …
3bb researching and citing evidence of global warming to describe the potential impact on both the living and physical systems on Earth.
Context of Lesson:
This is day of class will be broken up into two parts: 1) A fly swatter review game to get the students in the correct frame of mind to take the test, and to give students an opportunity to ask questions about the content. 2) The summative unit test. I will allot 30 minutes for the review game and the rest of the period (60 minutes) to take the test.
Opportunities to Learn:
Plans for Differentiating Instruction
I will be walking around monitoring the students. Throughout this, I will be available to help answer student's questions.
Accommodations and modifications
Students with poor hearing and/or vision will be given preferential seating, near the front of the classroom.
Students with behavioral management problems will be seated away from students that distract him/her, and placed near the front of the classroom.
If for some reason, a student needs more time to complete an assessment, a test for example, the student can come after school or during a student's free period.
If a student has an IEP, the modifications and accommodations for test taking will be followed as explained on the student's IEP.
Environmental factors
The classroom is organized into three rows of four tables, with 2 students at every table.
For the test, each table must have only 2 students at each table. If there are extra tables, students will be spread out so that ideally, each student would have their own table to themselves.
Two versions of the test will be passed out to students, Test A and Test B. This is due to the close proximity of students and to prevent cheating. I will remind students about academic integrity and that, "This is an honors course, so each of you should have honor in your own work." I will remind students that if they are caught cheating, they will receive a zero on the assessment and a call home to their parents. I will remind students to keep their eyes on their own paper, and that there is absolutely no talking during the assessment. When students are over, they are to flip their tests over on their desks, and sit quietly to not disrupt other students. Any talking will be considered cheating.
Materials
Review Game
Fly swatters
Index cards with vocabulary words on them
Unit Test
Copies of the Unit Test
Objectives:
Students will compete in a fly swatter review game.
Students will take the Unit Test on Human Impact on Earth's Resources.
Instruction:
Opening:
I will write on the board our goals for today, "Today we will: 1) Review for the unit test by playing the Fly Swatter Review Game. 2) Take the Unit Test."
Engagement:
Activity 1 - Fly Swater Review Game:
Students will each receive a fly swatter and will be broken up into 4 teams. A student of each team will sit at a table with index cards on them, with various vocabulary words and concepts on them. As I read a vocabulary definition, or describe a concept to one table, students will use their fly swatters to hit the appropriate index card. The student with the fastest and correct response will receive a point for their team. I will record each team's points on the white board. The team with the most correct points at the end of the game, will receive an extra 2 points on their exam. The objective of this game is to get students thinking about what we have learned and studied up to this unit test. This will help get students focusing on the material that they will be tested on, in the later part of the class.
Activity 2 - Unit Test
Students will take the unit test, according to the details described above.
I like the fact that you included many different ways to assess students as well as graphical elements on your test. This test will be hard to copy, administer, and grade, so it might be a good idea to revise before you give it out. Suggested changes:
State Standards (GSE's):
Life Science GSEs:LS2 - Matter cycles and energy flows through and ecosystems.
LS2 (9-11) -3
Students demonstrate an understanding of equilibrium in an ecosystem by …
3a defining and giving an example of equilibrium in an ecosystem.
3b describing ways in which humans can modify ecosystems and describe and predict the potential impact (e.g. human population growth; technology; destruction of habitats; agriculture; pollution; and atmospheric changes).
Example Extension(s)
LS2 (Ext) - 3
Students demonstrate an understanding of equilibrium in an ecosystem by …
3bb researching and citing evidence of global warming to describe the potential impact on both the living and physical systems on Earth.
Context of Lesson:
This is day of class will be broken up into two parts: 1) A fly swatter review game to get the students in the correct frame of mind to take the test, and to give students an opportunity to ask questions about the content. 2) The summative unit test. I will allot 30 minutes for the review game and the rest of the period (60 minutes) to take the test.Opportunities to Learn:
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
Engagement:
Activity 1 - Fly Swater Review Game:
Activity 2 - Unit Test